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Peter F. Bodary and M. Melissa Gross

, problem solving, interpersonal skills, teamwork, scientific communication, quantitative literacy ( Association of American Colleges and Universities, 2007 ). This has also changed the teaching goals for faculty as there is a shift in the curricular priorities regarding the skills needed and the course

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Duane Knudson and Karen Meaney

promotion of scholarship of teaching and learning (SoTL; Boyer, 1991 ). Over a period of decades, researchers in education and numerous other academic disciplines have conclusively reported that active-learning instructional strategies significantly improve student engagement and learning over traditional

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Jence A. Rhoads, Marcos Daou, Keith R. Lohse and Matthew W. Miller

( McKeachie & Kulik, 1975 ). The notion that teaching facilitates the teacher’s learning has been a long accepted assumption in education. Bargh and Schul ( 1980 ) sought to investigate the cognitive benefits of teaching for the teacher. They proposed three stages of the teaching process: (1) preparation for

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Nina Verma, Robert C. Eklund, Calum A. Arthur, Timothy C. Howle and Ann-Marie Gibson

; Howle, Jackson, Conroy, & Dimmock, 2015 ), which we propose may be shaped by school-based physical education (PE) teachers’ use of transformational teaching behavior ( Beauchamp et al., 2010 ). A recent review has highlighted the potential effectiveness of school-based interventions underpinned by

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Nathalie Aelterman, Maarten Vansteenkiste, Lynn Van den Berghe, Jotie De Meyer and Leen Haerens

The present intervention study examined whether physical education (PE) teachers can learn to make use of autonomy-supportive and structuring teaching strategies. In a sample of 39 teachers (31 men, M = 38.51 ± 10.44 years) and 669 students (424 boys, M = 14.58 ± 1.92 years), we investigated whether a professional development training grounded in self-determination theory led to changes in (a) teachers’ beliefs about the effectiveness and feasibility of autonomy-supportive and structuring strategies and (b) teachers’ in-class reliance on these strategies, as rated by teachers, external observers, and students. The intervention led to positive changes in teachers’ beliefs regarding both autonomy support and structure. As for teachers’ actual teaching behavior, the intervention was successful in increasing autonomy support according to students and external observers, while resulting in positive changes in teacher-reported structure. Implications for professional development and recommendations for future research are discussed.

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Patrick Abi Nader, Evan Hilberg, John M. Schuna, Deborah H. John and Katherine B. Gunter

of CBPA breaks. 21 Factors found to influence CBPA implementation included (1) access to CBPA tools, 22 (2) implementation self-efficacy, 22 – 24 (3) participation in professional development, 22 – 24 (4) teaching experience, 25 (5) school operating conditions (eg, academic expectations and

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Melanie Vetter, Helen O’Connor, Nicholas O’Dwyer and Rhonda Orr

maximum dose to suit the school-day routine. TT skills were assessed using a 36-item TT test designed by a researcher (M.V.) and the teaching team based on the state curriculum guidelines for stage-2 mathematics. 27 The classroom teachers chose the numbers 3 and 9 (first term) and 4 and 8 (second term

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Deidre Connelly and Robert J. Rotella

This paper describes issues and strategies related to teaching social assertiveness skills to athletes. Social assertiveness is examined as a key ingredient for effective communication and athlete satisfaction. Communication difficulties and issues frequently encountered in working with athletes, relevant to assertiveness skills, are discussed along with examination of team member issues that athletes must confront in order to function effectively in assertiveness situations. Specific strategies for teaching assertiveness skills to groups and individuals are presented and include applications to various sport settings.

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Stephen M. Roth

Higher education faculty have many responsibilities, with teaching as arguably the most public of those yet also the task for which many are least prepared. Professional development around teaching and learning can provide faculty with the knowledge and skills needed to improve student learning while also improving job satisfaction. The present paper describes the use of faculty learning communities as a best practice for professional development around teaching. Such communities engage a group of participants over time and provide a way to impart knowledge and resources around teaching and learning, encourage application of new skills in the classroom, and evaluate and refect on the effectiveness of those trials. Research shows that time spent in faculty learning communities translates into improvements in both teaching effectiveness and student learning. Resources are provided for administrators interested in developing and supporting faculty learning communities around teaching and learning.

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Melinda A. Solmon

( Ennis, 2014 ), and they enter teacher education programs with the intention of replicating the existing instructional practice. A traditional sport-based multiactivity approach to teaching physical education, especially in secondary school settings, is at the heart of the dissonance between what and how